Who Holds a Fixed Mindset and Whom Does It Harm in Mathematics?

Autor/inn/en	Hwang, NaYoung; Reyes, Marcela; Eccles, Jacquelynne S.
Titel	Who Holds a Fixed Mindset and Whom Does It Harm in Mathematics?
Quelle	In: Youth & Society, 51 (2019) 2, S.247-267 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X16670058
Schlagwörter	World Views; Racial Differences; Socioeconomic Status; Minority Group Students; Student Attitudes; Mathematics Achievement; Gender Differences; Intelligence; Theories; Grade Point Average; Ethnicity; Grade 10; Grade 12; High School Students + Suchen Sie Ihr Suchwort? World view; Weltanschauung; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Intelligenz; Klugheit; Theory; Theorie; Ethnizität; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Existing research on theories of intelligence shows that students with growth mindsets tend to outperform those with fixed mindsets in mathematics. We used nationally representative data to address two related questions in the general population: (a) Are there subgroup differences in the endorsement of a fixed mindset? (b) Does the negative association of a fixed mindset and math achievement vary across subgroups? We found that White students and students from higher socioeconomic backgrounds are more likely to view intelligence as a fixed trait than non-Whites and students from lower socioeconomic backgrounds. Furthermore, for low-achieving students, we found that a fixed mindset at 10th grade predicted lower gains in academic achievement by 12th grade than it did for their high-achieving counterparts. Our results reflect that contextual differences play a critical role in shaping fixed mindsets and its consequences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01